This is a creative writing lesson covering how to bring a fictional villain to life. The lesson will include:
•	A discussion about popular villains in film, TV, and in books.
•	What makes them so irresistible?
•	Is there a difference between the written villain and what you see on a screen?
•	How do we write a villain that people want to read?
•	Glitz or subtelty? 
•	Scenario time – who is the villain? Does this change when you read the same situation from another character’s perspective?
•	First or third person writing.
•	Getting into the character’s head.
You will need to have a favourite villain in mind at the start of this lesson. Please be ready to hold a picture up to the camera so everyone can see them (as some may not know who you are talking about). You may be asked to give a brief explanation of why they are villainous. 
There will be class interaction throughout so you’ll need your camera on so I can see when you want to talk.
There will be occasions when the class will need to be muted to allow me to progress the lesson (discussions can become heated!).
Disclaimer: Because of the nature of the class, the discussion may include characters that could be deemed to glorify violence, or involve films and books with violent themes. (Joker, Darth Vader, Hannibal, Silence of the Lambs, Voldemort, etc.) This is to compare the different ways a character can be portrayed and how suspense is built within a story. This may be inappropriate for younger children, so please respect the age limit. 
Profanity will not be tolerated, so please tailor your language accordingly.
Students will be asked to write a short piece of descriptive writing about their own imagined villain as homework. Feedback will be given. 
I follow a particular set of rules in class and these are as follows:
•	No cursing
•	No interrupting (students who do so will be warned and may be muted if the interruptions continue)
•	Everyone’s opinion is valid
•	Class will be muted when I need to progress the lesson – I will tell the students when I am doing so